Australian Curriculum Analysis

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Within today’s curriculum there is a great variety of teachers who place aspects of the Australian Curriculum at higher degree’s of importance, depending on their own beliefs or values of what should be taught in schools and how to teach it. Ennis & Chen clearly state that “value orientations represent educator’s belief systems about what content is taught, how it is taught and to what extent the content is taught.” Different philosophies and beliefs are competing for funding and visibility in curriculum which are subject to limitations in resources including time, number of staff, equipment/facilities and space (Ennis & Chen, 1993, p.436).

Within my curriculum priorities for my career in HPE, I am certain, my beliefs and values have been
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The rationale states early that “students develop the skills, knowledge, and understanding to strengthen their sense of self, and build and manage satisfying, respectful relationships.” This links heavily with learning process and social responsibility, however it follows on to state that “the core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively” (Australian Curriculum, Assessment and Reporting Authority, n.d). The rationale aims to cover all areas within the domain but has higher importance for some more then others. These changes that have occurred within the curriculum will have different implications for teachers and pre service teachers as “innovating in schools is an extremely complex affair which will affect various individuals and groups in different ways. Some will define themselves as winners and some as losers in the process; this means that rarely can change be introduced without some form of overt or covert conflict” (Armstrong & Sparkes, 1991, p. …show more content…
When focusing on my own professional learning and experience in teacher placement I focused on policies and procedures put in place involving student safety in HPE, more specifically Outdoor Education excursions. It states within the School Policy & Advisory Guide provided by the Victorian Government, 2013, that schools are responsible for providing a safe environment this includes meeting the planning and implementation requirements, for excursions and activities. This relates back to transformational leaders where principals and coordinators trusted with higher responsibility are accountable for the conduct of all such excursions, where their adaptation of formal and implicit curriculum will be applied to specific local contexts. In providing a safe environment legislative requirements obviously need to be considered within the policy of student safety within adventure activities. All adventure activities must be conducted in accordance with the requirements of the Safety Guidelines for Education Outdoors, which includes a planning and risk management process as well as specific activity guidelines

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